Applied English Test 1 Flashcards
What prompted the narrator and her sister to attend the Anglo-Indian day school?
Their mother’s health deteriorated, making it necessary for them to attend the school while their father was on tour.
How did the headmistress react to the Indian names of the narrator and her sister?
The headmistress found the names too difficult to pronounce and proposed English names, Pamela and Cynthia, instead.
What was the narrator’s initial reaction to being named Cynthia?
She felt a detached and disbelieving concern, as if the name Cynthia did not truly represent her.
Describe the school’s physical environment.
The school had Indian architectural design with wide verandas and a central courtyard, but features like dark brown verandas and matting were in British style.
How did the narrator feel about the school lessons?
She found the lessons, such as basic reading and writing, to be boring and too simple since she had already learned them at home.
What was the reaction of the other children to the narrator’s Indian food?
The other children had sandwiches, and the narrator and her sister were the only ones with Indian food, which made them feel different.
What happened when Premila came to the school during the narrator’s class?
Premila marched in and told the narrator that they were going home for good, indicating a crisis.
How did the narrator handle competitive games at school?
She did not grasp the competitive aspect and was confused when others did not reciprocate her approach of letting others win.
Why did Premila decide to leave the school?
Premila was upset by the teacher’s action of seating Indian children separately and accusing them of cheating.
How did the narrator’s mother respond to Premila’s complaint?
Mother decided that they should not return to the school, showing her displeasure with the discriminatory practice.
How did the narrator spend her evening after returning from school?
She played with the cook’s son, enjoyed the familiar environment, and had a typical evening filled with play and stories.
What was the narrator’s emotional state after leaving the school?
The narrator felt detached and content to return home, not personally affected by the situation at school.
What key lesson did the narrator learn about competitive games?
She eventually learned the true spirit of competition and stopped allowing herself to be caught, understanding the essence of winning.
How did the narrator’s perspective on her experience at school change over time?
She treated the experience of Cynthia as separate from herself and later understood the discriminatory actions, but kept a detached view.
What was the outcome of the narrator’s first day at the Anglo-Indian school?
The narrator and her sister were withdrawn from the school due to the discriminatory treatment, and they returned to their familiar home life.
What was the classroom atmosphere like for the narrator compared to her previous experiences?
The classroom had a mix of Indian design and British features, with a more intense heat and different cultural practices compared to what she was used to at home.
What was the initial response of the headmistress to the Indian names of the narrator and her sister?
The headmistress suggested giving them English names, Pamela and Cynthia, because she found their Indian names difficult to pronounce.
How did the narrator perceive the new name Cynthia in relation to her identity?
She felt a sense of duality and detachment, as if the name Cynthia was not a true reflection of her identity.
How did the narrator’s attitude towards her Indian clothes change at school?
She became interested in wearing dresses like the other children and felt self-conscious about her Indian clothes.
What was Premila’s specific complaint about the seating arrangement during the test?
Premila complained that Indian children were segregated and made to sit at the back of the room, implying that they were unfairly accused of cheating.
How did the narrator feel about her first day’s activities, including lessons and games?
She was bored with the lessons and confused by the competitive nature of the games, as she had been accustomed to a different approach at home.
What is the structure of an acrostic poem?
Each line of the poem begins with a letter from the topic word. The lines should relate to the topic word and create a cohesive theme.
How did Premila’s actions impact the narrator’s view of the school?
The incident made the narrator understand the unfair treatment, though she initially felt detached from the experience due to her identity as Cynthia.
What is an acrostic poem?
An acrostic poem uses the first letter of each line to spell out a word vertically. Each line should relate to that word and help convey an overall theme or mood.
What should each line of an acrostic poem include?
Each line should be a complete sentence or phrase that relates to the topic word. Use descriptive and vivid language.
How do you choose a topic word for an acrostic poem?
Choose a word that represents you, such as your first name or a nickname. This word will start each line of the poem.
How should the overall tone of an acrostic poem be?
The tone should be consistent and reflect the author’s identity. The poem should be original and provide insight into the author’s life and personality.
Why is descriptive language important in an acrostic poem?
Descriptive language makes the poem vivid and engaging, helping readers connect with the theme and the author’s identity.
Example of an acrostic poem using the name SAM.
Strong and determined, always striving to succeed.
Always looking for new adventures and challenges.
Motivated by passion and curiosity in everything pursued.
Example of an acrostic poem using the name JANE.
Joyful spirit that lights up every room entered.
Always ready to lend a hand and offer support.
Nurturing friend who values meaningful connections.
Exploring new ideas and embracing creativity daily.
What should be checked when evaluating an acrostic poem?
Content: Correct use of the topic word, phrases instead of single words, clear relationship to identity, originality, and tone.
Writing Skills: Descriptive language, varied vocabulary, rhythmic flow, third person perspective, and minimal errors in grammar and punctuation.
Uninitiated
Inexperienced or uninformed
Wander
Move aimlessly or stroll
Fortunately
Luckily or thankfully
Hardcore
Devoted or dedicated
Enthusiastically
Eagerly or excitedly
Instinctively
Naturally or intuitively
Ingrained
Implanted or deep-rooted
Loitering
Hanging around or lingering
Dominant
Superior or influential
Debacle
Disaster or catastrophe
Emerged
Appear or arrive
Dilapidated
Falling apart or run-down
